Educators and parents increasingly report the influence of digital culture on the daily lives and relationships of young children. Contemporary young children are growing up in a world saturated with digital technologies. Adapting to this phenomenon, the existing classroom is evolving into an environment that supports the interface between digital technologies as educational tools with digital technologies as social tools. This mini-ethnographic case study sought to develop a deeper understanding of how engaging with digital tools shapes the social interactions of young children. Data for this study was gathered in Israel from 10 five-year-old English-speaking participants, through interviews, participant observations, and field notes. Data analysis resulted in key findings related to how children: (1) engage in online social environments; (2) watch online movies alone or with family members; and (3) utilize stories and characters portrayed in these movies as the common communication thread and basis for social classroom interactions. This study shows that educators and parents of young children should examine their digital affordances carefully in order to identify and support what children gain from their engagement in digital culture, particularly in the worlds of digital media.